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Inspection report of

Al Ain English Speaking School

Overall Effectiveness

Good

Academic Year

2019/20

2

Contents School Information ..................................................................................................................................... 3

The overall performance of the school ....................................................................................................... 4

Key areas of strength and areas for improvements ................................................................................... 4

Progress made since last inspection and capacity to improve .................................................................. 5

Performance Standard 1: Students’ Achievement ..................................................................................... 8

Performance Standard 2: Students’ personal and social development and their innovation skills ......... 13

Performance Standard 3: Teaching and assessment .............................................................................. 14

Performance Standard 4: Curriculum ...................................................................................................... 15

Performance Standard 5: The Protection, care, guidance and support of students ................................ 16

Performance Standard 6: Leadership and management ......................................................................... 17

Provision for Reading ............................................................................................................................... 19

3

School Information

School Profile

School Name: Al Ain English Speaking School

School ID: 9132 School phases: KG to High

School curriculum:*

British Fee range and category*

AED 21,200 to AED 43,280 (medium to high)

Address: Khalid Bin Sultan Street Falaj Hazza Al Ain

Email: [email protected]

Telephone: +097 (0) 37678636 Website: www.aaess.org

*Relevant for Private schools only** Relevant for Government schools only

Staff Information

Total number of teachers

107 Turnover rate 27%

Number of teaching assistants

41 Teacher- student ratio 1:15

Students’ Information

Total number of students

1599 Gender Boys and girls

% of Emirati students

20% % of SEN students 2%

% of largest nationality groups

Egypt: 10%, Jordan: 9%, United Kingdom: 9%

% of students per phase

KG Primary Middle High

27% 43% 22% 8%

Inspection Details

Inspection Hijri dates from:

27/03/1441 to 30/03/1441

Inspection Gregorian dates from:

24/11/2019 to 27/11/2019

Number of lessons observed:

121 Number of joint lessons observed:

22

4

The overall performance of the school:

The school opened in 1979. Since the last inspection, the school has increased the number

of students on roll by 21% and recruited experienced staff to support the school improvement

agenda. There have been changes in staffing of middle leaders and of leaders’ roles and

responsibilities.

The overall performance of the school has improved from acceptable to good. School leaders

have taken effective steps to secure improvements in achievement in all subjects through

improved teaching and curriculum. Students’ personal development and protection and care

of students are now very good.

Key areas of strength and areas for improvements:

Key areas of strength

The impact of school leaders on improving students’ achievement in all subjects.

Students’ relationships with each other and their teachers, behaviour and attitudes to

learning.

Students’ appreciation of Islamic values and their respect for the heritage and culture of the

UAE.

Care, welfare and safeguarding arrangements to protect students.

The strong partnerships with parents and the community and the commitment of the

governors towards the school.

Key areas for improvement

Further enhance the quality of teaching and learning by:

using assessment data more effectively to influence teaching and learning

providing lessons that meet the needs of all students and offer challenge for higher-

achieving and gifted and talented (G&T) students

ensuring teachers help students who speak English as an additional language (EAL)

understand subject specific terms to support their learning

offering students more opportunities to write long stories in both Arabic and English,

and for students who speak Arabic as a second language (ASL) to practise further their

speaking

providing more opportunities in lessons for students to develop consistently their

innovation and technology skills.

Further improve the effectiveness of middle leaders by:

training leaders in adaptation of the curriculum to meet the needs of all students

holding teachers more accountable for assessment data in order to accelerate sharply

the rate of students’ progress.

5

Progress made since last inspection and capacity to improve

The school leaders have made good progress in addressing all recommendations in the previous

inspection report. The school has improved students’ achievement from acceptable to good.

Teachers now make very strong links in lessons between Islamic values and Emirati culture

across English-medium subjects and have shared best practice in school.

Teachers now use the assessment data to inform teaching, to identify gaps in learning and to

plan for next steps. This has led to good progress overall. In a minority of lessons, teachers do

not use assessment information effectively, particularly for the higher-achieving and G&T

students.

Students with special educational needs (SEN) receive good support and make good progress

in relation to their individual starting points. Students now have good opportunities to work

independently and to develop critical thinking skills in lessons.

Leaders now ensure that self-evaluation is aligned consistently to the UAE inspection framework.

They triangulate judgements across all performance standards. Middle leaders are developing

their roles as they monitor students’ achievement, monitor the analysis of data and help to plan

for next steps. This has resulted in good achievement. They have yet to hold teachers more

accountable for students’ outcomes and ensure that assessment is used to accelerate sharply

students’ achievement in their subjects. School leaders have good capacity to improve the school

further.

Previous

Inspection

Acceptable

Current

Inspection

Good

6

Performance Standard 1

Students’ Achievement

Judgment Good Change from previous inspection

Improved

Justifications

Students’ achievement has improved and is now at least good in all

subjects. It is very good in mathematics in High phase and in other

subjects in KG and Primary. Students’ attainment is now good overall.

It remains acceptable in Arabic as a second language (ASL).

The majority of groups make better than expected progress. Higher-

achieving and G&T students do not always make the progress they

are capable of.

Students’ learning skills are good overall. Students engage well in

learning and make very good links between subjects and the real

world. Innovation and use of technology in lessons are less well

developed.


Students’ personal and social development, and their innovation skills

Judgment Very Good Change from previous inspection

Improved

Justifications

Students’ personal development has improved and is now very good.

They display very positive attitudes to learning, behave very well and

develop very good relationships with others.

Students’ knowledge of the UAE culture, heritage and understanding

of Islamic values and other world cultures have improved and is now

very good.

Students’ contribution to the life of the school and the wider community

has improved and is now very good. However, in primary, students do

not always initiate projects. The innovation in lessons is not

consistently strong.


Teaching and Assessment


Improved

Justifications

Teaching and use of assessment has improved in Primary and Middle

and is now consistently good in all phases. Teachers use their good

subject knowledge and deliver engaging lessons. Internal assessment

processes are effective.

The systems for measuring students’ outcomes against national and

international expectations are very well established.

7

Not all teachers consistently use assessment information to fully

match tasks to students’ abilities and needs, particularly for the higher-

achieving and G&T students.


Curriculum


Improved

Justifications

The curriculum is now consistently good in all phases. It is broad and

relevant and now provides good continuity and progression for

students’ learning.

There are strong links between subjects, helping students to develop

very good knowledge of UAE culture and heritage.

Occasionally, the curriculum is not adapted well enough to fully meet

the needs of all students.


The protection, care, guidance and support of students

Judgment Very Good Change from previous inspection

Improved

Justifications

Arrangements for care, welfare and safeguarding have improved and

are now very effective.

Systems to support students’ positive behaviour and attendance are

very well embedded.

The school has now established very good processes to identify SEN

and G&T students. SEN students receive good support and learn

well, but support and challenge for the higher-achieving and G&T

students are not fully developed.


Leadership and management


Improved

Justifications

Self-evaluation and improvement planning have improved and is

now effective in improving almost all aspects of the school’s

performance.

Governors has improved and are now very effective. They ask

challenging questions and regularly visit the school to ensure

students achieve well.

Leaders have recognised the need for further training of middle

leaders.

8

Performance Standard 1: Students’ Achievement

Indicators: KG Primary Middle High

Islamic

Education

Attainment N/A Good Good Good

Progress N/A Good Good Good

Arabic

(as a First

Language)

Attainment Good Good Good Good

Progress Good Good Good Good

* Arabic

(as additional

Language)

Attainment N/A Acceptable Acceptable Acceptable

Progress N/A Good Good Good

Social Studies

Attainment N/A Good Good N/A

Progress N/A Good Good N/A

English



Mathematics

Attainment Good Good Good Very Good

Progress Good Good Good Very Good

Science



Other subjects

(Art, Music, PE)

Attainment Very Good Very Good Good Good

Progress Very Good Very Good Good Good

Learning Skills Good Good Good Good

9

Isla

mic

Ed

ucati

on

Students' achievement in Islamic education is good. In lessons and over time, the majority

of students make good progress.

Attainment is good. Internal data and Grade 12 MoE examination results show that

attainment is outstanding. This is not borne out in lessons and students’ work, where only

the majority attain above curriculum standards.

In Primary and Middle, students develop good understanding of Islamic teaching and

etiquettes and its application to their daily lives. In High, students show good knowledge

of Islamic values, such as how rumours can have a negative impact on Islamic society.

They can recite prescribed Surahs and explain their meaning knowledgably. However,

they do not all follow the Tajweed rules correctly.

The majority of groups of students make better than expected progress.

Relative Strengths Areas of Improvement

Students' understanding of Islamic

teaching and etiquettes and linked to

their daily lives.

Knowledge of Islamic values of students

in High.

Students' application of correct

Tajweed rules.

Ara

bic

Students’ achievement in Arabic is good overall in both Arabic as a first language (AFL)

and Arabic as a second language (ASL). In lessons and over time, the majority of students

make good progress.

Students' attainment is good in AFL and acceptable in ASL. Internal data and Grade 12

MoE examination results show that attainment is outstanding in AFL and very good in

ASL, although this is not borne out in lessons and students’ work where only the majority

attain above curriculum standards.

The majority of students make good progress in listening, speaking, reading, and

comprehension skills. In AFL in KG, children can identify the names and sounds of letters

in different positions in a word and blend them together to make simple words. In Primary

and Middle, students develop strong reading and comprehension skills in both AFL and

ASL. They can read a story appropriate to their level and extract the main events. In AFL

they can recount the story using correct grammar. In High, students can extract the

metaphorical expressions from the text and apply the grammar rules in their speech and

writing. However, students’ extended writing is less well developed across the school in

both AFL and ASL and their speaking skills in ASL.

The majority of groups of students make good progress.


Students' reading and comprehension

skills in Primary and Middle.

Students’ application of grammar in all

phases.

Students' extended writing in both

AFL and ASL.

Students’ speaking skills in ASL.

10

So

cia

l S

tud

ies

Students' achievement in social studies is good overall. In lessons and over time, the

majority of students make good progress.

Attainment is good. Internal assessment data indicates that students’ attainment is good,

and this is seen in lessons and students’ work, where the majority attain above curriculum

standards.

Across the school, students develop good understanding of UAE culture and history. In

Primary, students gain a good knowledge of UAE in the past. For example, the types of

jobs women had in the past. In Middle, students gain good knowledge and understanding

about citizenship and geography. They can identify the characteristic of a good citizen

and how to apply it to their daily life. They can justify the increase of population in the

UAE, but their map-reading skills to extend their learning are less well developed.

The majority of groups progress well.


Students’ knowledge and understanding

of the UAE history and citizenship.

Students’ ability to justify their

understanding.

Students’ skills in reading maps to extend their learning.

En

glish

Students' achievement in English is good overall. In lessons and over time, the majority

of students make good progress.

Attainment is good. IGCSE and A’ level examination results, and internal data show that

students’ attainment is good overall. This is seen in lessons and students’ work, where

the majority attain above curriculum standards.

In KG, children make good progress as they develop good speaking skills and know how

to relate letters to the sounds they make. In Primary, students listen attentively and show

good understanding when they take part in discussions. In Middle, students develop good

reading, understanding and comprehension skills. They can extract the main themes from

texts and videos and write their own reports on the topic, however their writing skills are

less well developed. In High, students are articulate. They are confident to interpret

information from texts.

The majority of groups of students make good progress in lessons. However, higher-

achieving students do not fully develop their creative and extended writing skills.


Children’s speaking and phonic skills in

KG.

Students' understanding, reading and

comprehension skills across the school.

Writing skills for all students,

particularly extended and creative

writing for the higher-achieving

students.

11

Math

em

ati

cs

Students’ achievement in mathematics is good overall and it is very good in High. In

lessons, and over time, students make good progress overall and very good progress in

High.

Attainment is good overall. IGCSE and A’ level examination results, and internal data

show that students’ attainment is good overall and very good in High. This is seen in

lessons and students’ work, where the majority attain above curriculum standards.

In KG, children make good progress, recognising increasingly complex shapes and

counting well beyond 20. In Primary and Middle, students make good progress as they

develop a good level of mental mathematics. In High, students develop very good

knowledge and mathematical skills in calculus. The majority solve complex equations and

think critically. A minority of students find it difficult to apply their mathematical skills to

real-life problems

The majority of groups of students make good progress. Progress, particularly of higher-

achieving and G&T students, is insufficient to further extend reasoning skills.


Children’s recognition and sorting of

increasingly complex shapes in KG.

Students’ ability in mental mathematics,

and their calculus skills in High.

Extended reasoning skills, particularly

for higher-achieving and G&T

students.

Students application of their

mathematical skills to real life

problems.

Scie

nce

Students’ achievement in science is good. In lessons and over time, the majority of

students make good progress.

Attainment is good overall. IGCSE and A’ level examination results show that students’

attainment is good. This is seen in lessons and students’ work, where the majority attain

above curriculum standards.

Throughout the school, children and students develop good curiosity and investigative

skills. In KG, children explore and experiment using a wide range of resources to find out

how things work. In Primary, students can predict, observe and record practical activities.

In Middle and High, students develop good investigation skills as they experiment, and

compare results.

The majority of groups make good progress, though progress is slower for a few EAL

students as they do not always understand the meaning of some scientific words.


Predicting, exploring and observing skills

in Primary.

Practical and investigation skills.

Understanding of scientific terms for

EAL students.

12

Oth

er

su

bje

cts

Students’ achievement in other subjects is good and it is very good in KG and Primary. In

lessons and over time, students make good progress overall and very good progress in

KG and Primary.

Attainment is good overall. Internal and IGCSE assessment data shows that students’

attainment is good overall and very good in KG and Primary, and this is seen in lessons

and students’ work, where at least the majority attain above curriculum standards.

In art, KG children are very creative in the way they use a wide range of resources. In PE,

students develop very good physical skills, and ability to compete in sport in High. In

music, children sing rhymes and songs and students in Primary learn to compose and

appreciate music, however not all students play on a musical instrument to apply their

learning. In French and Spanish, students develop good communication skills. In

business studies, students explore models of supply and demand. In computer science,

students develop good technology skills, but these are not always transferred to other

subjects.

The majority of groups of students progress well.


Creativity and imagination in art and

music in KG and Primary.

Students’ physical development and

competition in sport.

Students playing musical instruments

to apply their learning.

Learn

ing

Skills

Students' learning skills are good overall and very good in mathematics in High and in

other subjects in KG and Primary, where they show creativity.

Students interact well with each other, work independently, make very good links between

subjects and relate their learning very well to the real world.

Students develop good critical thinking, enquiry, problem-solving and strong leadership

skills

Innovation and use of technologies are less strong in lessons.


Students’ engagement and ability to

relate their learning to the real world.

Students’ creativity in KG and Primary.

Innovation and use of technology in

lessons.

13

Performance Standard 2: Students’ personal and social development and their innovation skills


Personal development Very Good Very Good Very Good Very Good

Understanding of Islamic values and awareness of Emirati and world cultures

Very Good Very Good Very Good Very Good

Social responsibility and innovation skills


Overall, students’ personal and social development, and their innovation skills are very good.

Students are courteous, display very positive attitudes to learning and behave very well. KG

children are clear about school rules and show consideration to others. Bullying is rare.

Relationships between students and staff are respectful and supportive.

Students know how to keep themselves safe, including when using the internet. They

participate very well in physical activities, including sport competitions and swimming. Children

know about personal hygiene.

Students’ attendance is very good at 96%. Students are punctual to lessons and enjoy coming

to school.

Students have a very clear understanding of Islamic values and appreciate how they influence

UAE life. This is demonstrated by their tolerance and care for each other. They lead assemblies

with readings from the holy Qur’an. Students show a very good knowledge of their own identity

and other world cultures.

Students contribute very well to the life of the school and the wider community. They enjoy

health awareness programmes and support initiatives to promote sustainability and

conservation.

Students show a very good work ethic across the school. KG children are very creative. In

Middle and High, students are innovative, initiating and managing projects. In Primary, students

do not always initiate projects. Innovation in lessons is not consistent.

Areas of Relative Strength:

Students’ attitudes to learning, behaviour and relationships.

Students’ respect for UAE culture and heritage and their understanding of Islamic values.

Areas for Improvement:

Students’ innovation in lessons and ability to initiate projects in Primary.

14

Performance Standard 3: Teaching and assessment


Teaching for effective learning

Good Good Good Good

Assessment Good Good Good Good

The overall quality of teaching and assessment is good. Most teachers demonstrate secure

subject knowledge and plan lessons that enthuse students. They use time and resources

effectively to support students’ learning.

Teachers use questions well to gauge students’ understanding and encourage dialogue. This

helps students to reflect on their learning and achieve well.

Teachers use a good range of strategies to meet students’ needs. In the most effective lessons,

students think critically, learn to solve problems and become independent learners. However,

in a minority of lessons, the higher-achieving and G&T students do not receive enough

challenge. A few EAL students do not always receive support to access the curriculum

particularly in science. Innovation and use of learning technologies are inconsistent in lessons.

The school’s internal assessment processes are effective. Systems to benchmark students’

performance against national and international expectations are very well embedded.

Teachers analyse assessment data to measure students’ progress and use it well to inform

teaching and learning. Occasionally, teachers do not use assessment information effectively

to meet the needs of all students particularly the higher achieving and G&T students.

Teachers know students well and provide them with oral and written feedback to help them

further improve.


Teachers’ subject knowledge and use of questioning.

Benchmarking against national and international expectations.


Use of assessment to meet the needs of all students.

Use of innovation and learning technologies in lessons, particularly to challenge higher

achievers.

15

Performance Standard 4: Curriculum


Curriculum design and implementation

Good Good Good Good

Curriculum adaptation Good Good Good Good

The overall quality of the curriculum is good. It is broad and balanced and builds on students’

prior knowledge and skills. The English National curriculum provides a very good range of

experiences to help children and students learn and develop. Older students receive a very

good choice of subjects to meet their interests and aspirations.

Very well-planned cross-curricular links provide very good opportunities for students to transfer

knowledge and skills between different subjects. Regular reviews and modification of the

curriculum have resulted in good provision in almost all subjects. However, it does not yet fully

meet the needs of those who are EAL, ASL learners, higher-achieving and G&T students.

The curriculum is well enhanced by extra-curricular activities. This enables students to develop

their enterprise, social contribution and creativity. Innovation in lessons is inconsistent.

Very strong links with the Emirati culture and UAE society enables students to develop very

good knowledge and understanding of the culture and values that influence UAE life.

Moral education is successfully taught as a subject throughout the school. It is skilfully

integrated in other subjects and assemblies. The impact is evident in students' respect,

responsibility and tolerance of others.


Meaningful cross-curricular links.

Links with Emirati culture and UAE society.


Further modification to meet the needs of all students.

Innovation in lessons.

16

Performance Standard 5: The Protection, care, guidance and support of students


Health and safety, including arrangements for child protection/ safeguarding


Care and support Very Good Very Good Very Good Very Good

The overall quality of protection, care, guidance and support for students is very good. The

school has rigorous procedures for safeguarding students, including child protection. These

are very well implemented and are shared with parents. Students show a very good knowledge

of e-safety and anti-bullying. They are very confident to seek help if they are worried.

Staff provide a safe, attractive and secure environment. They undertake robust and regular

checks on the premises and resources. Supervision of students is very thorough, including

transport. Buildings and equipment are very well maintained. The school maintains detailed

and secure records, including incidents and subsequent actions.

The school nurse and staff promote healthy living very effectively, including health and hygiene

and physical activities.

Systems for managing students’ behaviour and forming positive relationships are very

effective. Procedures to improve attendance are successful. The school follows up absences

and seeks ways to support parents and students.

The school has established very good systems to identify SEN and G&T students. SEN

students receive good support from specialist teachers and support staff. This helps meet their

needs. However, G&T students are not always sufficiently challenged in lessons.

The school provides very good care for all students and supports their personal, social and

emotional well-being very effectively. Senior students receive personalised support and

academic guidance, including career pathways.


The high priority the school gives to students’ welfare, health and security

The care and academic guidance students receive.


Challenge for G&T students in lessons.

17

Performance Standard 6: Leadership and management

Indicators:

The effectiveness of leadership Good

Self-evaluation and improvement planning Good

Partnerships with parents and the community Very Good

Governance Very Good

Management, staffing, facilities and resources Good

Leaders at all levels have a very clear vision that is shared by the whole school community.

They demonstrate a very strong commitment to UAE national priorities.

Senior leaders provide good direction, based on their knowledge and experience of curriculum

and teaching. They are successful in establishing an inclusive learning environment and

achieving good outcomes. Relationships between staff and other stakeholders are professional

and very effective. Morale is very positive.

Leaders have improved almost all aspects of the school. They have raised expectations and

improved accountability and training of staff. The school’s capacity for further improvement is

good.

Self-evaluation is comprehensive. Leaders regularly measure the school’s progress and the

school development plan has addressed almost all of the recommendations from the previous

inspection. Middle leaders are not yet fully adapting the curriculum for G&T students.

Senior leaders observe staff regularly and check students’ achievement. Middle leaders are

developing their roles and have yet to hold teachers more accountable for students’ progress.

Parents contribute very well to the life of the school and work as a strong link between the

school and the community. Parents report that staff keep them very well informed about their

children’s academic progress and well-being and their children learn well.

The school has established very strong links with outside professionals and relevant agencies

to enrich the curriculum.

The Governing Board includes representation from the owner, parents and teachers.

Governors are visible in school and seek staff, parents and students’ views. They support the

school very well and are holding leaders more accountable for students’ performance. They

ensure that the school is improving.

The day-to-day management of the school is very effective and has a positive impact on

students’ outcomes. The school has suitably qualified teachers who benefit from regular

training. Premises are well used to support the effective delivery of a good curriculum.

The school use IGCSE and A’ level tests to benchmark their students against international

standards and to prepare them for TIMSS and PISA international examinations. Results are

analysed by staff to further support students’ learning and raise their standards.

18


The vision and direction of school leaders.

The strong partnerships with parents and the community and the commitment of the governors.


Improvement to curriculum management to meet the needs of all students.

Development of the middle leaders to drive further improvement in their subjects.

19

Provision for Reading

Pro

vis

ion

fo

r R

ead

ing

The school provides an attractive learning environment that promotes

enjoyment of reading. There is a large library that is well stocked with

books in English and Arabic for all age groups. Older students explore

books and use computers for research in the library. The librarians

and teachers help students to develop their research skills.

The school makes very good use of the space available to support

reading. Children have access to ‘Reading Corners’ where they can

browse through books and make choices. School leaders have

invested in programmes to develop students’ reading and

comprehension skills. Guided reading is well established in Primary.

Teachers encourage students to read in subjects and help them to

develop their comprehension skills.

Students take part in reading activities such as ‘Everyone Reading in

Arabic’. Older students support the Primary Buddy Reading Scheme.

Students actively compete in reading competitions in both Arabic and

English and have won awards. Activities such as quizzes and book

reviews broaden students’ reading experiences.

Teachers of Arabic and English have attended training to develop

their pedagogy skills in reading. They assess the quality of reading to

equip students to read for meaning.

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